Start a chosen recess activity promptly
When to use this goal
For primary students who spend much of recess standing at the door, following an adult, or wandering before they find something to do. Base the choice on timed observation at recess. Getting started quickly gives the student more real play time.
- Baseline
- Time 5 or more recess starts from walking out the door to the first action with the chosen activity. Note where the student went first and whether peers were in the area. Start from an interest inventory with the student and family, and offer age-matched choices; a preferred repetitive activity is a valid way to relax, not a problem to fix.
- Tips
- Timing starts at the door and stops at the first action with the activity (sitting on the swing, picking up the chalk). The student chooses before going out. A backup choice keeps the plan working when the favorite is busy.
- Limits
- Measures starting, not how long the student plays or whether they play with others. Weather and crowding change the numbers; note them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-004.
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Goal
By the annual IEP review date, at the start of outdoor recess, after choosing an activity from a recess choice card, the student will start the chosen recess activity (swings, climbing, a ball game, chalk) independently within 60 seconds, on 4 of 5 consecutive recess periods, as measured by latency recording collected during three recess periods a week.
Baseline: 240 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Leisure & Recreation.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Functional & Independence Skills - Leisure & Recreation
- Baseline
- 240 seconds.
- Annual goal355 characters
- By the annual IEP review date, at the start of outdoor recess, after choosing an activity from a recess choice card, the student will start the chosen recess activity (swings, climbing, a ball game, chalk) independently within 60 seconds, on 4 of 5 consecutive recess periods, as measured by latency recording collected during three recess periods a week.
- Timeframe
- By the annual IEP review date
- Condition
- At the start of outdoor recess, after choosing an activity from a recess choice card
- Behavior
- The student will start the chosen recess activity (swings, climbing, a ball game, chalk) independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive recess periods
- Evaluation method
- Latency recording
- Schedule
- During three recess periods a week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 60 seconds
- Mastery rule:
- on 4 of 5 consecutive recess periods
- Collection schedule:
- during three recess periods a week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, at the start of outdoor recess, after choosing an activity from a recess choice card, the student will start the chosen recess activity (swings, climbing, a ball game, chalk) independently within 60 seconds, on 4 of 5 consecutive recess periods, as measured by latency recording collected during three recess periods a week.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.